體驗區
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| 篇名 |
“语言—文化”模式：教育不公平的结构与行动——S.B.希斯的语言民族志研究
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| 並列篇名 |
The “Language-Culture” Mode: Structure and Action of Educational Inequality - The Language Ethnography of Shirley Brice Heath
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| 作者 |
汤美娟(TANG Mei-juan)
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| 中文摘要 |
伯恩斯坦和布迪厄的“语言—阶层”模式以语言为抓手打开了教育不公平的微观运作机制，成为“语言与教育公平”议题的主导分析路径。然而，由于他们将社会阶层视为整体性概念，阶层内部的文化多样性被遮蔽。新读写研究开创者SB.希斯将民族志引人语言学习研究，以民族志为中心建立了教育不公平的“语言—文化”分析模式和行动路径。这一分析模式强调“文化模式”对语言的形塑，超越“语言—阶层”模式的抽象性，展现了教育不公平微观运作机制的文化多样性。以此为基础，她打破研究者对民族志的“专权”，创造性地将民族志作为教师和学生实现语言文化自觉、学校教育走出再生产的行动工具。希斯的“语言—文化”模式从理论视角、研究方法和行动路径层面为“语言与教育公平”构建了另一范式。
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| 英文摘要 |
The “language-class” mode of Bernstein and Bourdieu opens the micro-operating mechanism of educational inequality by language, becoming the dominant way of analysis on “language and educational equality”. However, since they treat social class as a holistic concept, the cultural diversity inside the class is hidden. Shirley Brice Heath, the pioneer of New Literacy Study, brings ethnography to language learning study, founding the “language-culture” analysis mode and action path. This analysis mode gives emphasis on the language construction of the “culture mode”, surmounting the abstraction of “language-class” mode, and shows the culture diversity of the micro-operating mechanism of educational inequality. Basing on this, she breaks the “dictatorship” of researchers on ethnography, creatively taking ethnography as the action tool by which teachers and students can achieve culture consciousness and school education can go out of re-production. Heath’s “language-culture” mode constructs another pattern for “language and educational equality” from the levels of theoretical perspective, research method and action path.
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| 頁次 |
029-042
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| 關鍵詞 |
“语言—文化”模式
、“语言—阶层”模式
、民族志
、教育公平
、the “language-culture” mode
、the “language-class” mode
、ethnography
、educational equality
、CSSCI
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| 卷期 |
17:1
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| 日期 |
202102
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2021.01.003
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